Theme: What do myths, legends, and tales reveal about world cultures?
Essential Questions:
How do I use evidence from the text to understand and make inferences?
How can I use descriptive details and techniques to write a well-structured narrative?
How can I gain information by comparing and contrasting two media versions of the same story?
Focus Standards
RL.6.3: Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
RL.6.5: Analyze how a particular sentence, chapter, scene or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
RL.6.7: Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
W.6.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
SL.6.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
SL.6.1a: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
L.6.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
L.6.4(a): Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Ongoing Standards
L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text.
RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RI.6.9 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
SL.6.1 Engage effectively in a range of collaborative discussion (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
SL.6.1a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
SL.6.1b Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Objectives
TLW participate in meaningful discussion using group norms and standard English.
TLW will read closely passages to identify details, to determine stylistic elements, and to infer cultural values.
TLW continue to compose a narrative exhibiting a form’s (myth, legend, tall tale, and pourquoi tale) essential characteristics.
TLW will continue to research a country and compare what she/he learns with what the country’s folklore teaches about that country’s culture.
TLW identify key ideas and details in development of plot.
TLW determine meaning of unknown words and phrases in the text.
TLW come to discussion groups prepared to engage in meaningful reflection.
TLW use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word.
Assessment Product
The students will complete a graphic organizer comparing the Chenoo (from the story on pages 714-719) to legendary characters with which they are familiar [Batman, John Henry, Paul Bunyan, etc.)
Using the first four paragraphs reprinted from “The Chenoo,” students will highlight examples of inference and legend.
The students will continue to work in groups to create an original myth, legend, tall tale, or pourquoi tale.
The students will add information to their folklore charts.
The students will add words from their reading to their list of modern English words derived from Greek and Roman sources.
Key Questions
How do legends reflect a people’s culture?
How does fear protect a person from harm? How can it be overcome?
How does a strong friendship manifest itself?
Observable Student Behaviors
Students will participate in group discussions and respond to questions/open response items using evidence from the text and personal experience.
Students will work cooperatively in groups.
Students will complete all assigned charts, lists, and graphic organizers.
Vocabulary
ELA
External conflict
Inference
Internal conflict
Legend
Onomatopoeia
Symbol
Suggested Activities [see Legend to highlight MCO and HYS]
Read “The Chenoo” (HMU6, pages 712-719). Discuss the similarities and differences between the Chenoo and other legendary monsters. Ask for volunteers to read aloud the highlighted passage on page 716.
After students read the article about the Passamaquoddy on pages 720-721, they will use the information from the map and timeline to add similar information to their group myths.
Discuss the characteristics all legendary characters have in common.
Read the play “Damon and Pythias” (HMU6, pages 726-731), along with the movie review on pages 732-733. Discuss the similarities and differences of the two pieces.
Homework
Students will read nightly in their self-selected books and complete weekly reading logs.
Terminology for Teachers
Lesson Plan in Word Format (Click Cancel if asked to Log In) Resources Professional Texts
Literary Texts
When the Chenoo Howls: Native American Tales of Terror by James Bruchac and Joseph Bruchac
Favorite Folktales from Around the World (Jane Yolen)
Cut from the Same Cloth: American Women of Myth, Legend, and Tall Tale (Robert D. San Souci, Brian Pinkney, and Jane Yolen)
American Tall Tales (Mary Pope Osborne and Michael McCurdy)
Heroes, Gods, and Monsters of the Greek Myths (Bernard Evslin)
The Lightning Thief: Percy Jackson and the Olympinas: Book 1 (Rick Riordan)
Women Warriors: Myths and Legends of Heroic Women (Marianna Mayer and Heller Julek)
Roman Myths (Geraldine McCaughrean and Emma Chichester Clark)
Grade: 6 Unit: 2 Week: 3 Content:ELA Dates: 10/15-10/18
Theme: What do myths, legends, and tales reveal about world cultures?
Essential Questions:
Focus Standards
Ongoing Standards
Objectives
Assessment
Product
Key Questions
Observable Student Behaviors
Vocabulary
Inference
Internal conflict
Legend
Onomatopoeia
Symbol
Suggested Activities [see Legend to highlight MCO and HYS]
Homework
Students will read nightly in their self-selected books and complete weekly reading logs.
Terminology for Teachers
Lesson Plan in Word Format (Click Cancel if asked to Log In)
Resources
Professional Texts
Literary Texts
Informational Texts
Art, Music, and Media
Manipulatives
Games
Videos
Sight Words
SMART Board Lessons, Promethean Lessons
Other Activities, etc.
Language
Arts
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
6 Matrix
6 PAP Matrix
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Home K-2
Home 3-6
Home 6-8
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6